NNECL Events

WEDNESDAY 15 April 2026

12:00-13:00

WEDNESDAY 13 MAY 2026

12:00-13:00 PM

In a post‑pandemic world where students navigate increasingly blended physical and digital learning environments, the idea of a “sticky campus” has taken on new meaning. For many care-experienced, estranged, and independent student,  particularly those spending long periods on placement or living far from their university, the traditional notion of campus connection is being reshaped.

This NNECL webinar will explore what “sticky campus” can and should look like for students whose time, resources and proximity to campus are often stretched. Together with colleagues from NNECL members universities, we will examine how institutions are reimagining belonging, homeliness, and community in ways that acknowledge the realities facing students and staff alike.

Drawing on practical examples from Durham and Teesside University’s targeted work to reduce inequalities in access, continuation and student experience, we will discuss approaches ranging from contextual admissions and tailored transition support to financial interventions and year‑round pastoral care. Speakers will share emerging insights, current challenges, and the tangible impact of these developments.

Join us as we consider how education providers can create environments where care-experienced, estranged and independent students are not only able to proceed and succeed, but feel connected, supported, and able to thrive.


Guest Speakers:

Jonathan Batty is Director of Student Recruitment and Admissions and Deputy Academic Registrar at Durham University:

With extensive experience across the higher education sector, Jonathan is particularly focused on advancing social mobility through evidence-based, data-informed practice. His work brings together outreach, admissions, and student success strategies to address structural inequalities and improve outcomes for disadvantaged learners. He is committed to ensuring that selective institutions can play a meaningful role in widening participation and creating more equitable opportunities for all.

Ross Wilkinson, Head of Widening Access and Participation at Durham University:

With a strong commitment to social mobility and equity, Ross has extensive experience in designing and delivering outreach, engagement, and transition programmes that build aspiration, raise attainment, and foster a sense of belonging among students from underrepresented backgrounds. His work spans the full student lifecycle, with a particular focus on creating inclusive pathways and supportive environments for those who may face additional barriers to participation. Ross is passionate about the transformative power of education and works collaboratively across the sector to ensure that universities play an active role in widening participation and improving outcomes for all learners.

Dr James Ward, Assistant Director, Business Strategy, Quality and Planning:

James joined Teesside University, and the higher education sector, in September 2024 having worked in operational and strategic roles across a number of sectors including the public, private and voluntary sectors. A theme across his career has been delivering and developing services for marginalised people. In his current role, James is responsible for the implementation and evaluation of the University’s Access and Participation Plan working collaboratively across the institution to embed both the interventions and robust evaluation. He also supports business delivery across Student and Library Services including the use of data to support continuous improvement.

Sarah Bishop, Assistant Director, Communities, Culture and International:

Sarah joined Teesside in 2021 and manages teams covering wellbeing, welfare and sport. Sarah portfolio focuses on developing a sense of campus community and belonging through targeted initiatives that enhance student wellbeing and integration. This includes initiatives that encourage greater engagement in the local outdoor environment, lifestyle interventions around sleep, nutrition and exercise and a range of regular drop-in health and wellbeing clinics that support students throughout their studies. The CCI team also collaborates with local community projects and faith organisations to support students in the wider local community. Sarah has worked in Higher Education since 2013 and has experience in developing and managing transnational education initiatives, leading adaptive responses across the university, and developing portfolios to enhance the student learning experience. 

NNECL Members can book on here